School counseling graduate programs can fall short of preparing students with authentic and systems‐focused skills in classroom instruction. We offer three problem‐based learning assignments for ...counselor educators to help school counselors‐in‐training develop pedagogical skills and deliver lessons that address authentic problems facing students and schools.
The importance of deep understanding is well-known in education. Especially when students learn complex and difficult contents such as high school mathematics, it is hard to completely understand the ...knowledge only during classroom lessons. In such cases, we need to promote deep understanding throughout a learning cycle including after-class review. The purpose of this research was to develop homework tasks that can promote understanding of the reasoning behind mathematical formulae and/or theorems, to extract an effective way of task designing, and to examine feasibility in a real educational setting. The authors implemented the practice in a high school and placed emphasis on i) clarifying the definition of deep understanding for each lesson, ii) linking classroom lessons and homework in terms of how to promote students’ explanation, and iii) designing tasks/questionswhich can avoid rote memorization and/or copying. The analysis results of quantitative data suggest a positive effect from the intervention. However, for some students, the effectiveness and value of the intervention seemed not to be clear enough. The limitations of and future directions for this research are discussed.
The importance of deep understanding is well-known in education. Especially when students learn complex and difficult contents such as high school mathematics, it is hard to completely understand the ...knowledge only during classroom lessons. In such cases, we need to promote deep understanding throughout a learning cycle including after-class review. The purpose of this research was to develop homework tasks that can promote understanding of the reasoning behind mathematical formulae and/or theorems, to extract an effective way of task designing, and to examine feasibility in a real educational setting. The authors implemented the practice in a high school and placed emphasis on i) clarifying the definition of deep understanding for each lesson, ii) linking classroom lessons and homework in terms of how to promote students’ explanation, and iii) designing tasks/questions which can avoid rote memorization and/or copying. The analysis results of quantitative data suggest a positive effect from the intervention. However, for some students, the effectiveness and value of the intervention seemed not to be clear enough. The limitations of and future directions for this research are discussed.
The present study investigated a teacher's response to her pupils' disruption of the structure of classroom lessons. In an elementary school second grade classroom (19 boys and 16 girls), arithmetic ...and Japanese lessons were observed for 44 hours, from May to December (the school year started in April). The teacher was in her forties, and had taught for approximately 20 years. From the observational records, classroom disruptions were analyzed quantitatively by categories and qualitatively by content. The categorical analysis showed that associative disruptions were presented by many children, whereas unrelated disruptions and rejections were presented by particular children. The teacher's response was related to the kind of disruption. Reprimands increased when children chatted and disrupted the structure of the class. She usually responded to unrelated disruptions and rejections, but rarely paid attention to associative disruptions. Qualitative analysis indicated that the teacher changed her way of responding based on the level of structure of the lesson, usage of the pupils' ideas, and management of relationships in the classroom. These results suggest that this teacher did not conduct teaching and classroom management separately, but rather shifted back and forth between those two.
Successive governments in England have regarded classroom observation as an essential tool for monitoring and improving teacher performance. Despite its importance in national policy for teacher ...development, the impact of classroom observation on individual teachers, and on improving quality and standards in teaching and learning, remain under-researched areas. Further education (FE) in general, and FE teachers in particular, have received sparse attention. This paper adopts a theoretical framework grounded in aspects of assessment theory to explore some of the consequences of using observation to assess, monitor and raise standards of classroom performance in the FE workforce. It draws on findings from a mixed-methods study, involving questionnaires and semi-structured interviews, conducted in 10 FE colleges situated across the West Midlands region of England. The paper concludes by situating the findings against the broader backdrop of research into teachers' continuing professional development and, in so doing, raises questions about the fitness for purpose of prevailing observation assessment regimes in FE and the extent to which these systems are able to achieve their purported goals.
Provider: - Institution: - Data provided by Europeana Collections- Unterricht im Fach Biologie in Bayern, Deutschland 1958. Biology class in a school at Bavaria, Germany 1958.- All metadata published ...by Europeana are available free of restriction under the Creative Commons CC0 1.0 Universal Public Domain Dedication. However, Europeana requests that you actively acknowledge and give attribution to all metadata sources including Europeana
Provider: - Institution: - Data provided by Europeana Collections- Unterricht im Fach Biologie in Bayern, Deutschland 1958. Biology class in a school at Bavaria, Germany 1958.- All metadata published ...by Europeana are available free of restriction under the Creative Commons CC0 1.0 Universal Public Domain Dedication. However, Europeana requests that you actively acknowledge and give attribution to all metadata sources including Europeana